s simply tend to recognise the problem in boys more often. It is sometimes thought that boys are more disruptive, so the teachers pay more attention to them. However, the new study found gender differences in a representative sample of children, suggesting that the numbers of those identified as having problems are accurate.

Dr Julia Carroll, a lecturer in psychology at the University of Warwick, said: "There has been an ongoing debate after some studies found that reading problems were equal for boys and girls, but this thorough large-scale study with should put that controversy to rest."

Dr Carroll, added: "Clearly, there is a higher percentage of reading-disabled males, which is consistent with most earlier studies. As reading disability in childhood is associated with adjustment problems in later life, there is a definite need to recognise sex differences."

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Contact: Jenny Murray
jennifer.murray@warwick.ac.uk
University of Warwick
13-May-2004

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